accommodations- supplemental aids for staar, staar …...blank maps may be used. blank maps should...

Supplemental Aids forSTAAR, STAAR Spanish, STAAR L, and STAAR A:

What’s Allowed and What’s Not?

TEA’s Student Assessment DivisionFall 2015

http://tea.texas.gov/

http://tea.texas.gov/

Disclaimer

These slides have been prepared and approved by the Student Assessment Division of the Texas Education Agency.

If any slide is amended or revised for use in local or regional trainings, please remove the TEA footer at the bottom of the slide.

Texas Education Agency Fall 20152

Supplemental Aids


Supplemental aids are paper-based resources that assist a student with a disability in recalling information.

For a student who meets the eligibility criteria, this accommodation may be used on• STAAR• STAAR Spanish• STAAR L• STAAR A

Description of Accommodation

Assessments

Type 1


A student may use this accommodation if he or shereceives special education services or receives Section 504

services, routinely, independently, and effectively uses this

accommodation during classroom instruction and classroom testing, andmeets at least one of the following for the applicable service. For students receiving special education services, the student has

a disability that affects memory retrieval, focus, or organization that is severe enough to prevent him or her from learning and retaining information as effectively as non-disabled peers despite multiple opportunities to learn, varied instructional strategies, and high-quality instruction. For students receiving Section 504 services, the student is

identified with dyslexia or a related disorder per TEC § 38.003.

Student Eligibility Criteria


Authority for Decision and Required Documentation For a student receiving special education services, the

decision is made by the ARD committee based on the eligibility criteria and is documented in the student’s IEP.

For a student receiving Section 504 services, the decision is made by the Section 504 committee based on the eligibility criteria and is documented in the student’s IAP.

In the case of an ELL with a disability, the decision is made by the applicable group above in conjunction with the student’s LPAC. The decision is to be documented by the LPAC in the student’s permanent record file and by the other applicable group, as described above.


Authority for Decision and Required Documentation

After state testing, GA must be recorded in the ACCOMM. field on the student’s answer document or in the Assessment Management System for online administrations. This indicates that an allowable general accommodation was made available to the student.


Examples/Types

ONLY the supplemental aids described in the Supplemental Aids document are allowed for eligible students.

Examples of allowable supplemental aids with different formats are provided on the following slides. Other formats are allowed as long as they follow the description of the aid in the Supplemental Aids document.

All Subjects: Mnemonic Devices

A mnemonic device is a learning technique that assists with memory. Only mnemonic devices that are acronyms or phrases based on an acronym may be used.


8

PEMDASor

Please Excuse My Dear Aunt Sally

DMSBor

Dad Mother Sister Brother

KPCOFGSor

King Phillip Came Over For Good Spaghetti

All Subjects: Mnemonic Devices


The subject-specific words that the mnemonic represents are NOT allowed.

Parentheses Exponents MultiplicationDivisionAdditionSubtraction

DivideMultiplySubtract Bring down

KingdomPhylumClassOrder FamilyGenusSpecies

All Subjects: Blank Graphic Organizers


Blank graphic organizers may be used.

G

All Subjects: Blank Graphic Organizers


Blank graphic organizers may NOT contain titles, words, labels, colors used as labels, pictures, acronyms, mnemonics, numbers, symbols, or variables.

Group 1

Group 2

1&2

Tertiary Consumer

Secondary Consumer

Primary Consumer

Primary Producer

Mathematics: Addition Charts


Addition charts may be used. The addition chart must be a grid used to find the sum, not a list of addition facts. Each axis may only be numbered 0 through 9. Indicating special numbers (e.g., highlighting or circling even numbers within the body of the chart) is NOT allowed.

1 + 1 = 22 + 2 = 43 + 3 = 64 + 4 = 85 + 5 = 106 + 6 = 127 + 7 = 148 + 8 = 169 + 9 = 1810 + 10 = 20

Mathematics: Multiplication Charts


Multiplication charts that are grade appropriate may be used. The multiplication chart must be a grid used to find the product, not a list of multiplication facts. Indicating special numbers (e.g., highlighting or circling perfect squares within the body of the chart) is NOT allowed.

X X1 x 0 = 0 2 x 0 = 01 x 1 = 1 2 x 1 = 21 x 2 = 2 2 x 2 = 41 x 3 = 3 2 x 3 = 6 1 x 4 = 4 2 x 4 = 81 x 5 = 5 2 x 5 = 101 x 6 = 6 2 x 6 = 121 x 7 = 7 2 x 7 = 141 x 8 = 8 2 x 8 = 161 x 9 = 9 2 x 9 = 18

Mathematics: Number Chart


A number chart (e.g., 100 chart) may be used. Indicating special numbers (e.g., highlighting or circling prime numbers within the body of the chart) is NOT allowed.

Mathematics: Place Value Chart


A place value chart may be used. Words for place value labels, commas, and a decimal point are allowed only if they are grade-appropriate. For example, the word “hundredths” may be used at grade 4 and above, but the fraction “1/100” cannot be included. Including numbers as specific examples is NOT allowed.

7 1 . 2

Mathematics: Pictorial Models of Fractions


Pictorial models of fraction bars or fraction circles may be used. The models may be labeled to show each individual fraction…

Thirds Fourths

Sixths Eighths

Mathematics: Pictorial Models of Fractions


… but they should NOT show equivalencies (e.g., 1/2 = 2/4 = 0.5 = 50%) or a cumulative sequence (e.g., 1/4, 2/4, 3/4, 4/4).

1/3 2/6

3/4 6/8

Mathematics: Pictorial Models of Geometric Figures


Pictorial models of one-, two-, and three-dimensional geometric figures may be used; however, the figures must be grade- or course-appropriate.



In addition, a pictorial model of a geometric figure may be provided in either three-dimensional form or two-dimensional form, but NOT in both forms.



The figures may NOT contain titles, words, labels, colors used as labels, acronyms, mnemonics, numbers, symbols, or variables.

Obtuse

90°



Providing a pictorial model of a geometric figure in one form (e.g., net) and a manipulative of the same figure in another form (e.g., three-dimensional solid) is NOT allowed.

Pictorial Model Manipulative

OR

Written Composition: Grammar & Mechanics Rules


22

A list of grade-appropriate grammar and mechanics rules may be used. The list may NOT contain any specific examples.

Science: Graphics

Texas Education Agency Fall 2015 23

Graphics of scientific concepts may be used.

Science: Graphics


The graphics may NOT contain titles, words, labels, colors used as labels, acronyms, mnemonics, numbers, symbols, or variables.

Science: Formula Triangles


Formula triangles representing relationships between variables may be used. Only formulas that appear on the appropriate state-supplied reference materials may be represented. The triangles may only include variables; for example, a triangle showing the relationship between mass, density, and volume can contain only the variables m, D, and V. Symbols for mathematical operations (e.g., ×, ÷) are NOT allowed.

W

dF

m

D V

mass

Density volume

Work

distanceforce X÷÷

Social Studies: Blank Maps


Blank maps may be used. Blank maps should NOT contain titles, words, labels, colors used as labels, pictures, acronyms, mnemonics, numbers, symbols, or variables. In addition, unlabeled maps that represent historic events may be used (e.g., an unlabeled map that represents the stages of U.S. territorial expansion). A student could use both physical and political world or U.S. maps.

Social Studies: Timelines


Timelines may be used if they contain only dates.

1620 1776 1787

1914 -1918

1939 -1945

1957

1968 -1969

1991

2001

2008

1775 - 1783

1861 - 1865

1963 - 1975

1939 - 1945

Social Studies: Timelines


Labeling the events connected with those dates in any way is NOT allowed.

1620 1776 1787


Special Instructions/Considerations

1. A student who uses this accommodation may need to complete the test in a separate setting to eliminate distractions to other students and to ensure the confidentiality of the test.

2. Supplemental aids can be provided in the language that is most appropriate for the student.

3. Colors may be used in a supplemental aid to enhance readability or improve tracking but may NOT be used as a label.



4. Pictures may be used in pictorial models of geometric figures and graphics of scientific concepts but not in other supplemental aids.

5. Using a supplemental aid as an accommodation during classroom instruction and classroom testing should not replace the teaching of subject-specific skills as outlined in the TEKS. The student must be able to understand the information that the supplemental aid provides and simply need assistance recalling the concepts.

6. Supplemental aids, like all accommodations, should be individualized for each student. Students have different strengths and needs, so it is not appropriate to provide all students the exact same set of supplemental aids.



7. The test administrator may not remind the student to use the supplemental aid or explain to the student the information included on the supplemental aid.

8. The supplemental aid must be error-free, concise, and well organized so that a student can easily access the information. The supplemental aid must not contain numerous pages, as this may be more cumbersome than helpful when used during the state assessment.

9. If a student writes on the supplemental aid while taking the state assessment, the supplemental aid must be destroyed after testing.

TEA Contact Information

Student Assessment Division

512-463-9536

[email protected]


mailto:[email protected]

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